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Educators must Emphasize Guidelines to Provide Important Life

Other (Not Listed) Instructions:

Read and Review - “cherry-picking” (skim through) Chapters 2, 3, 4,5 and 7 in our textbook ( Sprick, Sprick, et al)– Read Chapters 8 and 9. Go to Padlet or your syllabus and review required media.

 

Directions Part one - Answer CHOICE Questions and complete the Mini-ESSAYS in Part Two.

 

 

Read and Think

 

 

Part One. - Choose Two out of Four Groups to Answer

 

Questions Group 1.

 

Page 31 – Provide an example of positive consequences.

Page 32 – What are the consequences of sending a student out of the room when he/she/they acts up?

Give an example of a situation in which the teacher inadvertently reinforces irresponsible or enabling behaviors and explain ways that the teacher can learn from the error or avoid the error next time. You can base it on experience or thinking about the “epic fails” that may occur.

 

Questions Group 2.

 

Pages 50-51

 

What is the purpose of developing an intentional classroom management plan and what does the text recommend for rule development and other structures? How would you adjust your management plan for the school’s mission, vision and safety plan?

 

 

What is the difference between school rules and classroom rules? Are a minimalist or a “over-the-top” rule maker? Reflect on your style and whether it works.

 

 

How should rules be adjusted for developmental appropriateness?  In other words, how should a teacher develop rules based on age, maturity and classification of students. How often should a teacher present rules? How often should a teacher review the rules? What are the best ways to assure that rules are presented in a multi-media fashion?

 

Questions Group 3.

 

Page 79 - 83

 

Why are transitions important for Middle School and High School students? Give 3 examples of potentially hazardous transitions and how you would handle them based on text readings? What are some routines that can prevent issues and problems?

 

 

Page 307

 

What are trauma-informed disciplinary practices?

 

Page 308-319

 

Choose five forms of corrective consequences out of all that are presented on these pages that are your favorites. If you have used them, explain why you think these consequences worked. If you are not yet teaching or have not used many of the consequences listed, choose five that you would like to explore. Explain your answer.

 

Now, choose one of the corrective consequences that you most likely would not use and explain why you would rather use another consequence.

 

 

Questions Group 4.

 

Pages 286- 293

 

What are the advantages and disadvantages of point systems for a middle school or high school class?

 

 

Under what conditions should a teacher choose to implement a whole-class reward system?

 

 

If you choose a reward system how should you assure that the particular rewards that you are using will motivate students?

 

What are some systems for keeping track of points?

 

 

Part Two.

 

Short essay – ½ page

 

After skimming through the pages assigned what are some of the most effective systems for management of behavior that you picked up? How can you design systems where the teacher is not doing more work than the students? How can you build capacity for promoting independence and self-efficacy in your classroom?

 

 

 

 

Part Two. Choose Question one or two. Answer in a short paragraph

 

Pivotal Questions?

1.                   What is the connection between good instruction and effective classroom management? How can teachers make a difference even in a school with inconsistent rules,  absent or poor leadership or support, high teacher turnover or ineffective systems and funding sources?

2.                   Are consequences and rewards effective? If so, how?  How should teachers create a developmentally appropriate reward system and how does one go beyond trinkets and tokens? What is intrinsic motivation and when should rewards, prompts and praise be faded (if at all)?

Other (Not Listed) Sample Content Preview:
Educators must Emphasize Guidelines to Provide Important Life
Introduction
Educators must emphasize guidelines to provide important life lessons that assist learners in becoming more adaptable to diverse environments. When learners do not receive clear information at home regarding the behaviors, traits, and attitudes the teacher identifies as most important for their classroom, they are more likely to default to other diverse learned behaviors. Once a teacher finds that some of their students have a relatively limited degree of understanding or operating from the class or school guidelines, it is necessary to plan to offer more guidance regarding how to execute them and be prepared to offer those learners more encouragement. This report reflects on different themes derived from Sprick et al.’s (2021) book, including but not limited to intentional classroom management, the importance of transitions for Middle School and High School learners, effective behavior management systems, and the link between good instructions and effective classroom management.
Part One
Question 2 (Page 50-51)
An intentional classroom management plan is meant to help diverse children and positively contribute to their development and learning. The plan must ensure learning and development for all students in the classroom, regardless of their socioeconomic, cultural, or developmental backgrounds. According to the text, the management plan should be effective enough for the teacher to oversee organized and disciplined students. In this vein, the purpose of an intentional classroom management plan is to assist teachers in effectively presenting their lessons and for students to receive efficient education. The plan helps the teacher run the operations effectively. According to Sprick et al. (2021), the primary benefit of a classroom management plan is establishing class rules. The text adds that students in a classroom are governed by a set of rules and guidelines set from the start. Also, the developed and implemented plan gives the teacher guidelines when the children misbehave. They can quickly and fairly handle a situation regarding disputing students. On a different note, the classroom rules should adhere to the school setting’s vision, mission, and safety plans. Therefore, a teacher must consider the School Improvement Plan (SIP) as an effective tool to get the most out of the school safety plan, mission, and vision. The plan helps teachers build capacity in preparedness in these three aspects.
Classroom rules entail guidelines and practices levied by the teacher that are mandatory to adherence in the entire class. In contrast, school rules are standards of proper conduct meant to teach students about their behavior within the school setting. They guide students on expected behavior in various school activities. School rules are a general term giving significance to discipline of the students from individual to the whole group level. They aim to make all students aware of being sensible, orderly, and self-centered in their conduct and the larger community. They give them obligations and meetings through daily communication. School rules may include proper uniforms for all students, punctuality, manners, absenteeism, and safety....
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